What is Educational/SchoolManagement ?

Administration

• Administration is a process concerned with planning, organizing, coordinating and controlling resources within an integrated system designed to accomplish predetermined objectives (Henri Fayole, 1949)

• Educational administration is a discipline within the study of education that examines the administrative theory and practice of education in general and educational institutions and educators in particular. The field ideally distinguishes itself from administration and management through its adherence to guiding principles of educational philosophy. (Wikipedia)

National Key Result Areas NKRA(Bidang Keberhasilan Utama)

• Reducing crime• Fighting corruption• Improving student outcome• Raising living standard of low-income

households• Improving rural infrastructure• Improving urban public transport

Education NKRA

• The four (4) thrusts:1. 72% enrolment across 4+ and 5+

cohorts by 20102. 90% literacy and numeracy by 2010

(LINUS screening Literacy and Numeracy Screening)

3. Target of 20 HPS (High Performing Schools) by 2010

4. 2% of principals rewarded by 2010

Current Scenario

• Currently there are 325,000 children aged 5 and 6 yrs either not attending pre-school at all or attending non-registered pre-schools

• No of students who have not reached targeted literacy standard by end of year One (2008) :54,272/13%

• Numeracy standard by year four (2008): 117,024 (24%)

• Ratio of remedial teachers to schools from 1:1 to 1:15

High Performing Schools

• Excellent academic achievement• Towering personalities• National and International awards• Linkages with institutions of higher learning• Strong network with other local and

international schools, community, public and private organizations

• Nationally and internationally benchmarked

Effective School Leaders

• Instructional leadership• Primary change agents• Create a orderly and safe environment

(An improvement of 1 Standard Deviation in leadership quality improves student achievement 10 percentile points)

Among The StakeholdersSchools

Students Teachers

Preschools 163,746

Elementary 7,695 2,899.228230,449

Secondary 2,248 2,344,891175,267

Jumlah 9,843 5,407.865405,716

• According to Cunningham and Cordeiro (2000) administration is divided into two major areas of responsibility, namely:Leadership

Management

• Leadership is:The process of influencing group activities toward the achievement of goalsInfluencing, guiding in direction, course, action and opinionEffective influenceBuilding cohesive and goal-oriented teamsPersuading others to sublimate their own self interests and adopt the goals of a group as their ownPersuading other people to set aside … their individual concerns and to pursue a common goal that is important for the … welfare of a group(Bass & Stogdill, 1990)

Management

• Leading is guiding improvement and infusing an organization with meaning and purpose

• Management is involved with steward-ship and accountability for all types of resources (Cunningham and Cordeiro, 2000)

• Management also focuses on implementing routines in an organization and ensuring its smooth operation.

• Doing the right things vs. Doing things right (Peter Drucker, 1954)

• You manage within a paradigm you lead between paradigms (Joel Barker, 1992)

• Management is efficiency in climbing the ladder of success; Leadership is about determining whether the ladder is leaning against the right wall (Your thoughts!)

• This indicates that management is about accomplishing tasks, whereas leadership is about perception, judgment, skill and philosophy

Loose Coupling

• Loose coupling• “Educational Organisations as Loosely

Coupled Systems” (Weick 1976) The school organization as a combination of loosely coupled systemThe elements of an educational organization are frequently only loosely coupled together.Karl Weick (1976) suggests that the subsystem (elements) are responsive to each other but that each still preserves its own identity and its own physical and logical separateness.

Five Functions and Two Dimensionsof Principalship

• The five functions:Curriculum development (Internal)Instructional improvement (Internal)Student services (Internal)Financial and facility management (Internal)Community relations (External)

• Two dimensionsManagerial behaviorsLeadership behaviors(Larry Hughes and Gerald Ubben, 1989)

Implications?

The Organizational Iceberg

• Formal Stated goalsWritten objectivesPolicies and proceduresJob descriptions

• InformalIndividual needs, desires, feelingsDifferences in ideas about roles and missionsPower and influence patternsCompetitions and alliancesViews of relevance and importance of workFeelings of trust and confidenceIndividual valuesSkills and abilities(Hughes and Ubben, 1989)

Pengurusan

• Pengurusan mencakupi bagaimana sumber-sumber seperti kewangan, manusia dan alat digembeleng dan digunakan untuk mencapai matlamat organisasi. Ia juga tertumpu kepada isu-isu berhubung dengan tingkah laku ahli organisasi iaitu bagaimana motivasi, sikap, kepakaran dan daya ahli-ahli itu dipertingkat supaya organisasi tersebut mencapai tahap prestasi yang dikehendaki

(Shukur, 1988)

Functions of Administration

• Plan• Organize• Direct• Coordinate• Control/evaluate

Demands, Constraints, Choices

• Demands: Things that principals must do.Determined by: school outcome specifications, legal requirements, rules and regulations, and etc.

• Constraints: Determined by norms and values that exist in school/community, availability of human and material resources, and etc.

• Choices: Opportunities to do the same things differently and to do other things that are not required or prohibited.Rosemary Stewart 1982

Minzberg 10 Managerial Roles• Interpersonal:

Figurehead roleLeader roleLiaison role

• Informational:Nerve center roleDisseminator roleSpokesman role

• Decisional role:Entrepreneur roleDisturbance handling roleResource allocator roleNegotiator role

Process of Administration

P PlanningO OrganizingS StaffingD DirectingCo CoordinatingR ReportingB Budgeting

Luther Gulick (1937)

Conceptual Framework andSchool Organization

• Classical TheoryDivision of labourSpan of controlHierarchyGoal definitionExtrinsic rewardsFormal rules

• Social System

Human relations

Informal groups

Peer pressures

Intrinsic rewards

Psychological needs

• Open System Theory

Input-output

Cycle of events

Environmental exchanges

Information theory

Bureaucratic Administration

• Hierarchical structure• Division of labor• Control by rules• Impersonal relationships• Career orientation

• According to Weber, these principles should lead an organization toward higher levels of maximum efficiency

Scientific ManagementFrederick Taylor (14 Point)

1. Efficiency is measured solely in terms of productivity.2. Human beings are assumed to act rationally: Important

considerations in management are only those which involve individuals and groups of individuals heading logically toward their goals.

3. Members need detailed guidance from their superiors therefore they do not value the freedom of determining their own approaches to problems.

4. Clear limits to jobs need to be defined and enforced5. It is possible to predict and establish clear-cut patterns

of future activities and the relationships among activities.

6. Human beings prefer the security of a definite task

7. Management involves primarily the formal and official activities of individuals

8. The activities of a group should be viewed on an objective and impersonal basis without regard to personal problems and characteristics

9. Workers are motivated by economic needs10.People do not like to work, therefore should be

supervised closely

11. Coordination should be planned and directed from the top

12. Authority has its source at the top of a hierarchy and is delegated downward

13. Simple tasks are easier to master therefore a narrow scope of activity is more preferable.

14. Managerial functions have universal characteristics

Formal and InformalOrganization

• Formal organization (Organizational Iceberg):AuthorityFormal structureRules, roles, span of controlStandard Operating ProceduresDivision of laborChannels of communicationChain-of-command

• Informal organization:Coalitions, psychological needs, power, informal leadership, conflict, grapevine, morale, informal norms, sentiment, social codes, loyalty, multiple perspectives, friendship bonds, personal goals, emotional feelings, risk-taking behaviorSchool administrators/managers who do not understand how the informal organization operates in their schools are in real trouble!

The Limits of TraditionalManagement Theory

• The usefulness of this theory ends 1. where nonlinear conditions begin2. Loosely structured conditions begin3. The goal is to bring about

extraordinary commitment and performance

• Nonlinear conditions:Dynamic environmentsLoose management connectionsTight cultural connectionsMultiple and competing goalsUnstructured tasksCompeting solutionsDifficult-to-measure outcomesUnsure operating proceduresIndeterminate consequences of actionsUnclear and competing lines of authority

• Loosely structured conditionsOne noticeable example is the connection of teachers to rulesSchools are managerially loose but culturally tight

• Ordinary and extraordinary commitment and performanceA fair day’s work for a fair day’s pay?Reasons for such phenomena:The theory is based on authorityThe theory is based on standardization and routinization

NASSP Research onSuccessful School Administration

• The ability to:1. Plan and organize work2. Work and lead others3. Analyze and solve problems4. Communicate orally and in writing5. Perceive the needs and concerns of others6. Perform under pressure

Condensed from the 12 discrete skills

Tugas Utama Pengetua/Guru Besar

• Pengurus kurikulum (ikhtisas)• Pembangunan diri pelajar• Pengurusan dan pembangunan

PelajarPengurusan personelKewanganKemudahan fizikal

• Pembangunan organisasi dan diri• Pembangunan kendiri

Skills needed

• Leadership• Problem analysis• Decision making• Implementing• Delegation• Supervising and motivating• Interpersonal sensitivity• Oral and written communication• Research measurement evaluation• Legal, policy and political applications• Public relations• Technology

Operational Areas

• Curriculum and instruction

• Human resource development

• Finance

• Research and development

• Business and logistics

• Physical plant

• Pupil personnel

Ethical standards

• Honesty• Integrity• Promise keeping• Fidelity• Fairness• Concern for others• Respect for others• Law abiding/civic duty• Pursuit of excellence• Personal accountability

Interstate School Leaders Licensure Consortium(ISLLC) Standards for School Leaders

• A school administrator is an educational leader who promotes the success of all students by:Standard 1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school communityStandard 2: Advocating, nurturing, and sustaining a school culture and an instructional program conducive to student learning and staff professional growth

• Standard 3: Ensuring management of the organization, operations, and resources for safe, efficient, and effective learning environment

• Standard 4: Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing resources

• Standard 5: Acting with integrity, and in an ethical manner.

• Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.